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Learning and Instruction

August 2018 Volume 56, Number 1

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Table of Contents

Number of articles: 10

  1. Individual differences in the development of scientific thinking in kindergarten

    Joep van der Graaf, Eliane Segers & Ludo Verhoeven

    The present study examined the development of and individual variation in scientific thinking in kindergarten. We measured experimentation, evidence evaluation, and domain knowledge at two times in... More

    pp. 1-9

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  2. Primary knowledge enhances performance and motivation in reasoning

    Florence Lespiau & André Tricot

    pp. 10-19

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  3. More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science

    Nani Teig, Department of Teacher Education and School Research, Norway; Ronny Scherer, Centre for Educational Measurement at the University of Oslo (CEMO), Norway; Trude Nilsen, Department of Teacher Education and School Research, Norway

    Previous studies have assumed a linear relationship between inquiry-based teaching and student achievement in science. However this assumption may be questionable. Recent evidence on the... More

    pp. 20-29

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  4. Overruled!: Implicit cues rather than an orthographic rule determine Dutch children's vowel spelling

    Elise de Bree, University of Amsterdam; Jan Geelhoed, Vrije Universiteit Amsterdam; Madelon van den Boer, University of Amsterdam

    This study addressed the question why vowel spelling acquisition is relatively difficult for young Dutch spellers. A spelling rule guides vowel spelling, but implicit cues could also play a role.... More

    pp. 30-41

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  5. Effects of three basic dimensions of instructional quality on students’ situational interest in sixth-grade biology instruction

    Tobias Dorfner, Christian Förtsch & Birgit J. Neuhaus, Biology Education, Germany

    Previous research defined and evaluated three basic dimensions of instructional quality: classroom management, supportive climate, and cognitive activation. This study examined their effects on... More

    pp. 42-53

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  6. Maternal homework assistance and children's task-persistent behavior in elementary school

    Jaana Viljaranta, University of Eastern Finland, Finland; Gintautas Silinskas, Marja-Kristiina Lerkkanen, Riikka Hirvonen, Eija Pakarinen, Anna-Maija Poikkeus & Jari-Erik Nurmi, University of Jyväskylä, Finland

    The present study used a sample of 365 children to investigate the longitudinal associations between maternal homework assistance (i.e., help, monitoring, and autonomy granting) and children's task... More

    pp. 54-63

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  7. Self-efficacy change associated with a cognitive load-based intervention in an undergraduate biology course

    David F. Feldon & Joana Franco, Utah State University, United States; Jie Chao, Concord Consortium, United States; James Peugh, Cincinnati Children's Hospital and Medical Center, United States; Cathy Maahs-Fladung, Utah State University, United States

    Cognitive load theory (CLT) holds that discovery learning and other instructional strategies imposing high levels of extraneous load on novice learners hinder learning. Such learning conditions are... More

    pp. 64-72

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  8. Consistency, longitudinal stability, and predictions of elementary school students' task interest, success expectancy, and performance in mathematics

    Katariina Nuutila, Heta Tuominen, Anna Tapola, Mari-Pauliina Vainikainen & Markku Niemivirta, Faculty of Educational Sciences, Finland

    This study examined cross-task consistency and longitudinal stability in elementary school students' task interest, success expectancy, and performance from fourth to sixth grade, and their... More

    pp. 73-83

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  9. Topic specific epistemic beliefs: Extending the Theory of Integrated Domains in Personal Epistemology

    Samuel Merk, Faculty of Economics and Social Sciences, Germany; Tom Rosman, Leibniz Institute for Psychology Information, Germany; Krista R. Muis, Department of Educational and Counselling Psychology, Canada; Augustin Kelava & Thorsten Bohl, Faculty of Economics and Social Sciences, Germany

    Two studies were conducted to extend the Theory of Integrated Domains in Epistemology framework (TIDE; Muis, Bendixen, & Haerle, 2006) with regard to the level of topic-specificity and to... More

    pp. 84-97

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  10. Short- and long-term effects of assessment-based differentiated reading instruction in general education on reading fluency and reading comprehension

    Natalie Förster, Elisabeth Kawohl & Elmar Souvignier

    Studies on Child x Instruction interactions show that learning growth depends on the fit of instruction to students' abilities. This study investigates short- and long-term effects of combining... More

    pp. 98-109

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